Our Exclusive ILMA Interview with Matthew B. Jarmel, AIA, MBA of @JarmelKizel

Mr. Jarmel is an Architect, Real Estate Developer, Renewable Energy Enthusiast, Entrepreneur and Owner of Jarmel Kizel Architects and Engineers Inc.

He received a Bachelors of Architecture from NJIT in 1990 and an MBA from Rutgers University in 1994. He can be found online at the following social media sites: LinkedIn, Facebook and Twitter.

About the Firm

Since the firm’s founding in 1975, Jarmel Kizel has worked its way from the inside out; originally concentrating on the interior design of corporate offices and since has grown into a full-service Architectural, Engineering, and Interior Design firm that provides a single point of accountability for all aspects of design services. The firm’s size and abilities enable it to handle a broad spectrum of projects while allowing the principals to put their seal on every one. With in-house Civil, Structural, Mechanical, Electrical, Plumbing and Fire Protection Engineering, clients can look to Jarmel Kizel to have all aspects of their projects designed and managed by one firm.

Today the firm provides a unique service platform that provides a single point of accountability for architectural and engineering services formatted to assist clients with managing their project’s design needs from site design and land entitlements to building design through construction oversight.

ILMA INTERVIEW

When and why did you decide to become an Architect?     

I knew when I was in Junior High School that I wanted to become an architect.  I grew up in the industry in that my father is a commercial interior designer, he actually founded our firm in 1975, and I was exposed to design and construction at a very early age.  My dad totally remodeled our home and he had my brother Richard, who is a civil engineer and partner in our firm, and myself helping and working with tools. 

What were some of the challenges of achieving your dream?  

The architectural and engineering industry can be very rewarding.  There is tremendous emotional fulfillment to see your ideas first take shape on paper and then through construction.  I take great pride driving by a building our firm has designed and saying we did that.  Despite the rewards the business of architecture can be very difficult.  Our industry is first hit by a recession, hardest hit and usually the last to recover.   One of the greatest challenges of working in the profession is learning how to batten down the hatches and weather the economic storms when they come. 

Any memorable clients or project highlights?  

I have many projects I am proud of many clients that I respect and that have become good friends and even partners over the years.  Some of the more notable projects I have worked on include designing the Bear Stearns Campus in Whippany, NJ.  This project was developed over years and ultimately included approximately 700,000 sf of office and data center space in five buildings, two of which we designed and the rest we designed major renovations to.  Unfortunately Bear Stearns does not exist anymore but the campus is still there.  We also were fortunate to design the first major redevelopment project in Plainfield, NJ where we designed four buildings for the Union County Improvement Authority that included a 100,000 sf office building, two retail buildings totaling 40,000 sf and a parking structure.   This project acted as a catalyst for new development in the city.   Over the last several years the firm has been very active in NYC designing many mixed use large scale projects, we have a 17 story building under construction in Queens right now.   One of my most memorable clients is The Learning Experience.   The Learning Experience is a national and soon to be international brand of child development centers.  We designed their first center 16 years ago and have since completed over 200 projects throughout the country for them.  Because of the volume of projects we have completed for them, about 70 in NJ alone, I gained tremendous experience in land entitlements and have become an expert in land entitlement strategy.

How does your family support what you do?    

The creative process can be very time consuming, running a business and being creative magnifies the time required to be an architect.  Some days I leave the house at 7 and if I have a hearing don’t get home until midnight.   Other times I am hopping on an airplane and away overnight.   My family is supportive in that they understand the taxing requirements of the job.   With that said everything I do is for my family.  So I make sure my wife and children get the attention they need from me and we plan as much quality time as possible.

How do Architects measure success?     

Some might say you measure the success of an architect by the quality and aesthetic of the buildings he or she designs, or by how much wealth and fame they have obtained.  To me a successful architect you have to be a strong leader, a strong communicator and be able to balance the aesthetic and technical issues of a building’s design all while understanding the functional and economical goals of your client.  The architect that can achieve this can become successful.  Ultimately success is measured by obtaining the respect of your peers, clients and even contractors in the industry.  

What matters most to you in design?      

Achieving my clients goals of function and budget while creating a building that is safe and attractive.   

What do you hope to achieve over the next 2 years? 5 years?  

Our firm has developed strong skills in real estate development which include land entitlements and real estate economics.   Many times we set the strategy for how to present a project to planning and zoning boards, explain the process to our clients and even their attorneys, advise on PILOT and other incentives, building valuation and assist in making introduction to equity investors and lenders.   These skills make us stand out from our competitors but not necessarily obtain higher fees.  Our goal for the next 2 to 5 years is to expand our Real Estate Advisory services to create additional revenue as a “Fee Developer” and on our own development account.

Who is your favorite Architect? Why?     

I respect the design styles of many current and historic architects.  I am a big fan of the Chicago School and of those architects Louis Sullivan is probably my favorite.  I like this style for the buildings of the time were the first commercial buildings and first to break away from using ancient detailing by employing and emphasizing technology in design.

Do you have a coach or mentor?

I do not have a specific coach or mentor but I like to bounce ideas off of my team, clients and friends.  

What is your favorite historic and modern (contemporary) project? Why?  

My favorite historic building is the Roman Pantheon.  It was built around 113 AD and has the largest unreinforced concrete dome ever made which has a giant hole in the center that allows the sun and the moon to shine in along with the rain.  It still stands 2000 years later.  The Romans were great builders, they invented concrete, experimented with reinforcing concrete with brass chains and even developed zoning rules and regulations.   As far as contemporary buildings there are so many that I love.   I lean towards high rise sky scrapers

Where do you see the profession going over the next few decades?

Although new technologies are implemented in the profession and we go through these stages where we preach design build vs a separation between design and construction professionals the industry has not changed much in my career.  I find it interesting that Ayn Rand’s “The Fountainhead” which was written in the 40’s and takes place in the 20’s and uses the architectural industry as a back story to promoting her political views speaks to many of the same type of players and issues in the industry today.  There are developers, contractors, politicians and architects.  There are residential, public and commercial buildings and she even tackles issues such as affordable housing.  All the same issues we deal with today.   I do not see major changes in the business of the profession.  Although I do see major technical influences which will affect the way we design and build buildings.  There is a robot that lays brick now.  I think as the world gets smaller through technology building codes and licensing laws will become more standardized.

What type of technology do you see in the design and construction industries?

The use of BIM is becoming the most prevalent tool used in the design of buildings.  It allows architects and engineers to work in 3 dimensions, quickly and efficiently to improve coordination and actually see the building take shape on the screen.  Despite my comment about the brick laying robot above most construction is still done with heavy machinery and by hand.  However, technology has taken over the management of projects from creating schedules, to tracking financing and creating a database of information.  

Who / what has been your greatest influence in design?      

This answer may seem odd to most architects but my great influence in design arrives from an understanding of real estate economics tied to a building’s function and economics.   When a student at NJIT I took an elective in real estate development.  It was taught by a gentleman who ran the development arm of a now defunct savings and loan so we will allow him to remain nameless.  However, he was very influential in that he said he hated architects and found them to be a necessary evil in the process because the law forced them on him to use.  Obviously, this got most of the students in the class upset but I wanted to know why he felt that way.  He thought that architects only cared about what the building looked like and had no understanding or really care for what it might cost to build, what’s its function was to be or how it generated revenue for its owners.  He introduced me to the business side of why clients build in the first place.  This motivated me to go on and obtain an MBA with a concentration in real estate development and urban land use after architectural school.  I feel that the business education in conjunction with my architectural education make me a stronger architect and have been the most influential on my design.

Which building or project type would you like to work on that you haven’t been part of yet?     

I have been fortunate to work on almost any type of commercial project.  I would like to be exposed to more hospitality projects.

How do you hope to inspire / mentor the next generation of Architects?   

I hope to mentor the next generation of architects in a way that they can understand the business goals of the client and why they are building so that they can better respond to the client’s needs I also want to mentor them to be strong leaders and great communicators.

What advice would you give aspiring architects (K-12)? College students? Graduates?

I would advise them to not only pursue their dream of designing buildings but to learn about the profession as a whole, to learn about the process of becoming an architect and career choices in the industry.  When I was in school no one told me how to become a licensed architect I had to figure it out on my own.

What does Architecture mean to you?     

It is my profession, it is my life!

What is your design process?     

First understand the client’s program goals and budget, then study the site and zoning constraints, roll up my sleeves and dive in.

If you could not be an Architect, what would you be?     

A civil engineer and or real estate developer.

What is your dream project?     

A really tall building in a major city that becomes a landmark for years to come.  If I can be a partner in its ownership even better.

What advice do you have for a future Executive leader?     

Respect and care about the people you are leading, be kind but stern.

What are three key challenges you face as a leader in business today and one trend you see in your industry?     

All challenges revolve around people.  First finding qualified people, there is a tremendous shortage of qualified architects and engineers, second finding people that can see the big picture first before the crawl into the details and finally finding people that can communicate effectively.   As far as trends see my answer to where I see the industry going above

What one thing must an executive leader be able to do to be successful in the next 3 years?      

I am optimistic that we are at the beginning of a sustainable economic growth period.  This will provide many of us with significant projects to choose from and an even more challenging labor shortage.  An executive leader will need to be able to recruit talent and keep them motivated to stay.

What are some executive insights you have gained since you have been sitting in the executive leadership seat – or what is one surprise you have encountered as the world of business continues to morph as we speak?     

I do not know if I am any smarter today at 50 then I was when I got out of school in my early 20’s what I have gained is life experience.  The most important lesson is that people will surprise you. Some will impress you, some will disappoint you, some will be loyal and others not.  I have seen some crazy things happen some good and some bad.   Just when I think I have seen everything someone surprises me. 

Final Thoughts on How to Be Successful?      

Learn your trade, be good at and then learn to be a good communication and leader and business person.

For more exclusive ILMA interviews click here.

We would love to hear from you on what you think about this post. We sincerely appreciate all your comments – and – if you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,
FRANK CUNHA III
I Love My Architect – Facebook

Gift Ideas from ILMA


Our Exclusive ILMA Interview with ADA Specialist, Marcela Abadi Rhoads @Abadi_Access

Marcela Abadi Rhoads, AIA RAS, whom I had the pleasure of meeting on Twitter, is the owner of Abadi Accessibility, an accessibility consulting firm that is dedicated to educating the building industry about the laws of accessibility. She  received her Bachelor of Architecture  in 1991 from  the University of Texas in Austin and became a Registered architect in 1999 in Texas and a registered accessibility specialist in 2001.  Marcela  is sought after by owners and architects across the country who look to her for guidance to understand the accessibility standards throughout the design and construction process.  She assists the building industry, in part, by performing plan reviews and inspection for TAS, producing  a monthly newsletter to educate on the best way to apply the standards to their architectural projects,  and wrote The ADA Companion Guide published  John Wiley and Sons which explains the 2004 ADAAG.

Marcela Abadi Rhoads 01

“The ADA Companion Guide: Understanding the Americans with Disabilities Act Accessibility Guidelines (ADAAG) and the Architectural Barriers Act (ABA)” by Marcela A. Rhoads

When and why did you decide to become an Architect?

Ever since I was a little girl, about seven years old, I wanted to be an architect.  My uncle was a Civil engineer, my cousin is an architect and my grandmother studied interior design.  I was very influenced by them and what I would see. When I was a teenager, my other uncle went to the University of Texas to study engineering also, and told me that when I became an architect we could work together.  What a great incentive.  So the seed was planted.

What were some of the challenges of achieving your dream?

At the time I attended architecture school, male professors did not respect women.  So I had to work extra hard to be respected.  Another challenge was that I had NO idea how much art and drawing I was going to need.  I thought it would be more mathematical.  So although I loved to draw, I focused on physics and calculus in high school in preparation when I probably should have been taking more art and drawing.  So my colleagues that came from that background did much better than me at first.  But I slowly but surely caught up to them.

Later in life I was also challenged by the fact that I was a woman.  Being a woman living in the South, looking young and being short did not elicit much confidence and respect.  But I worked hard and proved myself.  I am also not a great test taker (I get very nervous) so when I was ready to sit for my boards (ARE) I forgot everything I knew.  It took me a couple of years to pass all my nine exams!  But I did it! yay!

Any memorable clients or project highlights?

My very first solo project was the Dallas headquarters for Univision.  I started out as the intern, but then the project manager quit in the middle and they put me in charge!  Wow!  I loved it.  I became very close to the client (and we are still friends today) and saw the project go from design all the way to CA.  It was amazing!

Another awesome highlight is when I was asked to write a book about the ADA (which is my passion!).  John Wiley and Sons approached me after seeing my group on LinkedIn (Abadi Accessibility News Group) and asking me to write a book explaining the ADA.  We called it “The ADA companion Guide: Understanding the ADA”.  It was the most exciting thing ever!  And then they liked working with me so they asked me for a second book that just came out in March called “Applying the ADA”.  I collaborated with three other architects friends of mine to develop a case study book on the ADA.  I think it came out really nicely.

How do you balance design with your family life?

That is one of my biggest challenges.  I decided to start my own firm when I became pregnant with my first child for that very reason.  I have my work at home, so my kids always see me here (unless I am in meetings). I try to schedule all my meetings and travels during the day while they are at school, so I can be home with them in the evening.  Lucky for me I am an observant Jewish woman who keeps the Sabbath.  That makes me take one day off every week (no matter what).  That day I spend with my family.  But during the week, I may not sleep as much when I have deadlines.  I work after the kids go to bed, or after my husband goes to bed.  I really try to give them my priority.  That is really difficult and I am so busy.

How does your family support what you do?

They are great!  They really never complain.  I do hear them when they say they want me to do something with them.  I make time for them so they allow me time for my work.  They are really awesome!  I remember when I was writing my two books and all the number of hours that I would spend on it, and my family was very supportive and understanding.  It also helps to have my husband also be an architect….but that is a different question

How do Architects measure success?

I think happy clients which then either return or give me referrals are my gauge.  If I have a project, even if it was not perfect, but after I work with my clients they are happy at the end, I think that is success!

What matters most to you in design?

For me if a design is thoughtful to its users that is the most important thing.  We can all design what we want, but if it does not work with what the end user needs it to do, then it is an exercise in ego boosting.  It is very important to me to have a project that is designed so that everyone can use it and is universally thoughtful.

What are the challenges you face realizing your vision?

Time.  There is never enough time in a day to do all I want to do.  So I have to learn how to prioritize and not do everything.

How do you translate the client’s vision to meet your own design expectations?

I try to put my ego aside, but also be a guide for my clients.  I hear what they are ultimately interested in seeing, and then I try to find them solutions that would be good design and also meet their expectations.  Most of the time they are looking for my input anyway, so that is not so hard.  When they have an idea in mind that doesn’t meet mine, I try and listen and adapt my ideas to theirs, but still guide them in a path that I will be happy to see.

Marcela Abadi Rhoads 02

“Applying the ADA: Designing for The 2010 Americans with Disabilities Act Standards for Accessible Design in Multiple Building Types” by Marcela A. Rhoads

What do you hope to achieve over the next 20-30 years?

I would love to have more people working for me so I can devote my time to marketing and relationship building.  I would love to be the person who meets the clients, come up with a great design for them and then comes back to the office and delegates the work to my other architects.  I am hoping that will happen by then.  I don’t ever think I will retire, though.  Being an architect is in my DNA.  It is who I am, not what I do.  So in 30 years when I am in retiring age, I still hope to be designing.

Where do you see the profession going over the next few decades?

Our profession is ever evolving.  The involvement that design professionals have on projects is always a big issue.  I would hope that through education and advocacy we can have architects be the leaders we once were.  That is what I’m hoping to contribute.

How do you hope to inspire / mentor the next generation of Architects?

I hope to instill the passion for architecture to the young architects by attending AIA events, volunteering to lecture and educate about universal design, ADA and how we can design environments that are usable and inclusive for all.  I have a strong passion about that, and I hope to bring that passion to the younger generation and try to teach them about how a great architect influences our profession and our society.

Marcela’s Contact Information 

You can get in touch with Marcela via her website www.abadiaccess.com or email her at marhoads@abadiaccess.com

You can also purchase her books by clicking here.

Marcela Abadi Rhoads

Also Check Out:

We would love to hear from you on what you think about this post. We sincerely appreciate all your comments.

If you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Have a great weekend!

Sincerely,
Frank Cunha III
I Love My Architect – Facebook

FC3 ARCHITECTURE+DESIGN, LLC
P.O. Box 335, Hamburg, NJ 07419
e-mail: fcunha@fc3arch.com
mobile: 201.681.3551
direct: 973.970.3551
fax: 973.718.4641
web: http://fc3arch.com
Licensed in NJ, NY, PA, DE, CT.


Exclusive ILMA Interview with Tara Imani, AIA @Parthenon1 (Part 1)

What better way to ring in the new year than to highlight one of our new designer colleagues discovered on social media?

Tara Imani, AIA, CSI, is a registered architect and owner of Tara Imani Designs, LLC, a solo practice in Texas, focusing on residential renovations, commercial space planning, and architecture. She has been blogging for over a year now, beginning with her debut blog post on AIA KnowledgeNet in October, 2010 where she explored what is now a commonplace question in the field of architecture: “Is the Architecture Profession in Need of a Makeover Despite the Upturn in the Economy?” (<—You can click on the highlighted title to link to the blog and join the conversation).

ILMA-Parthenon

Reconstruction of the Acropolis of Athens from NW: The entrance (Propylaia) to the Acropolis is at the bottom right, so that the first side of the Parthenon to be seen is the West side, the rear side.

Architect Q&A:

1)   When and why did you decide to become an Architect?

I discovered my love for architecture, interiors, and fine furnishings at a young age.  I enjoyed going furniture shopping with my mom and would find myself critiquing the various layouts in the showroom, wondering why the designers did it that way and wanting to try different layouts or do something similar in my own way. Maybe you’ve done this yourself, too, when you were growing up: rearrange the furniture in your parents’ home when they were out of the house for a while.  I did that to my mom on a few occasions and it met with much resistance.  That started at an early age, too- as soon as I was strong enough to move stuff around or coax my brother into helping. My passion for architecture started with house plans. After cleaning out the lower level hall closet and finding my parents’ stack of builder house plan books, I was hooked.  I began drawing my own floor plans and elevations, pinning them up on the wall in my bedroom.  My 5th grade bff (as the kids say nowadays) saw them and remarked at how much patience such detailed drawings would take; but to me it was sheer joy.  I never noticed the time. It was my dad who first told me I was going to be an architect.  And since he was an electrical engineer, he kept me well-supplied with proper drawing tools—sketch pads, quadrille paper, charcoals, pens, and pastels for rendering elevations. So I knew since 5th grade that I was going to be an architect.  In 8th grade, I did write in my journal that I wanted to be an interior designer.  So, I today, I am both—with a focus on Interior Architecture and space planning.

2)   What were some of the challenges of achieving your dream?

The biggest challenge has been overcoming fear.  The first fear was the looming board exam that I had heard mentioned whenever I told an inquiring adult what I wanted to be when I grew up.  So, along with my dream, I had a fear attached to it—of this monster test where I mistakenly believed I would need to bring the equivalent of my dad’s metal trunk full of books and reference materials to pass the exam. The other challenge was time management and the constant tension of wanting to spend time with loved ones (my boyfriend who became my husband) versus cranking out the project.  So, self-discipline and deferred gratification are two critical traits any architecture student will need to master early on if they want to be successful.

photo 1Gehry's Disney Concert Hall as captured by Photographer Mathijsvanden Boschhttp://500px.com/MathijsvandenBosch

Left: Tara’s website; Right: Gehry’s Disney Concert Hall as captured by Photographer Mathijsvanden Bosch.

3)   Any memorable clients or project highlights?

Every client and project has been a memorable experience and learning opportunity.  My most favorite firm to work for was Chris Abel Architects, AIA in Laguna Beach, California where we did high-end custom residential design for both new builds and renovations.  It was a beautiful place and location and everything about it was miraculous.  I worked for months helping Chris hand-draft a 5,000 sf beach home and additional guest house for a beachfront site in Kauai (using a now-ancient drafting arm- this was circa 1992).  The other memorable project I did with Chris was a two-story master bedroom suite and first floor pottery studio addition adjoining to an existing living room via an indoor atrium; it was a very eclectic home overlooking both the Pacific Ocean and the Aliso Viejo Canyon- the style can best be described as modern adobe exterior with an oriental interior motif (Chris designed a huge circle-shaped opening leading into the atrium which contrasted with the sloped adobe fireplace and otherwise rustic décor).  The most difficult part was getting the infamously strict Laguna Beach Design Review Board to approve the project and meet the height restrictions while ensuring the uphill next door neighbor’s view would not be blocked.  That was my first project to manage.  The client was very unique; she liked to wear (what we secretly referred to as) “leopard skinned bowling shoes” and during our morning jobsite meetings she preferred to drink her orange juice only after it’d been warmed in the microwave.  She was very astute and noted: “This is your first project, isn’t it?”  I didn’t quite know how to respond, so I simply acknowledged and clarified that no, it wasn’t my first one to work on, but yes, it was my first one to manage.  I knew I had a lot to learn about everything—especially about how to deal with clients and how to manage the bidding and construction process.  The latter point is a story for another day!

4)   How does your family support what you do?

Architecture can be an all-consuming business and few people can succeed while being loyal to their family (time-wise, etc.).  My father encouraged me to apply to architecture school and my mom enabled me to attend The Ohio State University by securing the necessary loans.  Otherwise, I was working as a bank teller for Buckeye Federal bank immediately following high school graduation.  The manager was upset when I left to go to school as they had put us new hires through three weeks of intense professional training at their special facility. So, two types of support are necessary—financial and emotional.  One without the other will not be sufficient. Over the years, family support has been touch and go.  But my dedication to architecture—whether consistent or not—remains my responsibility and no one else’s. In 1992, only five years after graduating from school, my husband and I made a decision to start a home health care and infusion therapy company with his sister, an RN.  It required us to move from southern California to Houston, TX.  My co-workers at Chris Abel’s firm thought I was crazy to move to the “armpit” of the south.  But work had been very slow and I was lucky to be employed at a time when many of my contemporaries were working outside the field.  It was a huge time of change, too, with firms transitioning to AutoCAD. I stayed in the healthcare business until 1998 and returned to architecture 6 months later.  I was able to find work because of the social connections I had made while studying for the licensing exams—so I always kept one foot in architecture while I was helping run the health care company.  And my family supported me by allowing me to take a paid 3-month sabbatical to study and pass the remaining exams.  I passed all except one- the design exam which became two computerized exams that I took and passed a few years later after our daughter was born.

5)   How do Architects measure success?

I can only speak for myself. When I think of a successful architect, I think of someone who has achieved a solid portfolio of built work spanning many years and whose buildings, designs, and/or residences resonate with their end-users.

6)   What matters most to you in design?

Design is a vast subject and covers so much.  I value beauty, good proportions, quality materials, and durability.

7)   What do you hope to achieve over the next 20-30 years?

That’s a long time.  Your question has prompted me to realize I really only think in terms of today and the next year—of course, I envision a great future for my family for many years. Professionally, I would like to continue in the area of tenant build-outs, space planning, and interior design.  I have been begging my husband for years to team up with me to renovate houses and I think he’s about ready to do so.

FLW Guggenheim NYC-Framed-Sml

Photo: Frank Cunha III

8)   Who is your favorite Architect? Why?

I can say that I am not an avid follower/groupie of any particular architect except that I love the designs of Andrea Palladio, the 14th c. Italian architect famous for his beautiful houses, symmetrical designs, and arched windows.  While a student, the theories of Finnish architect Alvar Aalto resonated with me— his inclusive programs (as opposed to Mies van der Rohe’s exclusive, stark plans). I also love many of Frank Lloyd Wright’s homes and especially his Guggenheim Museum and I love Frank Gehry’s Disney Concert Hall in Los Angeles—I guess in part because I have been there and experienced it. These days, I’m revisiting various architects’ manifestoes to get fresh ideas and perspectives. There is one architect I admire for her sheer perseverance as much as her work: Julia Morgan who was the first female architect in California who started out as a Civil Engineer and who endured many trials and challenges on her path to becoming a successful Architect.  Ironically, her work was absent from the curriculum at OSU.

9)   What is your favorite historic and modern (contemporary) project? Why?

My favorite historic project is The Parthenon in Athens, Greece (built between 447 – 438 B.C); I admire it because it is such an iconic image exemplifying all that is beautiful and graceful in architecture.  It is the inspiration behind my twitter handle: @Parthenon1. My favorite modern (contemporary) project is the Denver Airport design by Fentress Architects; I love tent structures and am so intrigued at how well-integrated the forms are with the rest of the structure and successfully done despite the harsh climate of wind, snow, and ice.  It, too, is a beautiful iconic image with the white peaks of the tents rhythmically rising, echoing the mountains beyond.

10)   Where do you see the profession going over the next few decades?

This is a particularly challenging question and one that I see many of us in the Architecture/Engineering/Construction industry grappling to answer every day on social media sites- what I call the new agora or Roman forum- such as Twitter, LinkedIn, Google+.  To read many tweets, posts and forum discussion threads is to realize that we’ve all embarked on a mysterious expedition to define the Next architectural manifesto that will solve the world’s problems through innovative, sustainable design.  It feels very much like we’re on the precipice of a major breakthrough but we haven’t yet been able to put it into concise words or build with new forms and materials. There are many thought leaders I look to such as Rachel Armstrong from Britain with her Architecture 2.0; and Ed Mazria who conceived and developed Architecture+2030 (a program to train architects to systemically address CO2 emissions from buildings). Definitely sustainable design, adaptive reuse and retrofitting existing buildings to be more “green” (yikes, I can’t believe I’m using that word!) and high technologies are going to govern how architects practice for years to come. I recommend reading “Building (In) The Future- Recasting Labor in Architecture” compiled and edited by Phil Bernstein and Peggy Deamer—according to at least some of the essays, the future of architecture is going to be much more fabricated off-site and mechanized like the car industry.  IKEA is one example of this with their new pre-manufactured housing.  I personally don’t like this trend but am keeping an open mind toward it.  I don’t want to see the loss of art and craft and design in the move toward BIM (Building Information Modeling) – another buzzword among many others such as IPD (Integrated Project Delivery- how a project is funded for risk/reward-sharing in profits).

Click here to read Part 2 of this interview.

Tara’s Contact Info:

Tara Imani Designs 10333 Richmond Avenue, Suite 150 Houston, Texas 77042 Ph: (832) 723-1798 Fax: (832) 300-3230 Email: Tara@TaraImaniDesigns.com

San Giorgio Maggiore by Palladio

San Giorgio Maggiore by Palladio

Also Check Out:

We would love to hear from you on what you think about this post. We sincerely appreciate all your comments.

If you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

2013 is going to be great ~ Sending you lots of love, hope, peace, health, happiness and prosperity! 

Sincerely,
Frank Cunha III
I Love My Architect – Facebook

FC3 ARCHITECTURE+DESIGN, LLC
P.O. Box 335, Hamburg, NJ 07419
e-mail: fcunha@fc3arch.com
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What Can Architects Do To Design Safer Classrooms For Our Children? Part 4: Safety Guidelines For Schools

ILMA Classroom 11.pngPhoto Source: The National Association of School Psychologists (NASP)

The Following is Based on the Final Report of the Sandy Hook Advisory Commission

School Site Perimeter Standards

  1. Crime Prevention Through Environmental Design (CPTED) is a crime prevention strategy that uses architectural design, landscape planning, security systems, and visual surveillance to create a potentially crime free environment by influencing human behavior and should be applied when appropriate.
  2. Fencing, landscaping, edge treatment, bollards, signage, exterior furnishings and exterior lighting may be used to establish territorial boundaries and clearly delineate areas of public, semi-public, semi-private, and private space.

Access Control

  1. School boundaries and property lines shall be clearly demarcated to control access to a school facility and shall clearly delineate areas of public, semi-public, semi-private, and private space.
  2. Where a school is a shared use facility that serves the community, internal boundaries shall be clearly defined to establish a distinct perimeter for both the school and the shared use facilities with separate and secure access points that are clearly defined. Boundaries may be defined by installing fencing, signage, edge treatment, landscaping, and ground surface treatment.
  3. The number of vehicle and pedestrian access points to school property shall be kept to a minimum and shall be clearly designated as such.
  4. Directional signage shall be installed at primary points of entry to control pedestrian and vehicular access and to clearly delineate vehicular and pedestrian traffic routes, loading/unloading zones, parking and delivery areas. Signage should be simple and have the necessary level of clarity. Signage should have reflective or lighted markings.
  5. A means shall be provided to achieve and enforce identity authentication and entry authorization at locations and areas established by school operations protocols.

Surveillance

  1. The design shall allow for the monitoring of points of entry/egress by natural and/or electronic surveillance during normal hours of operation and during special events.
  2. At minimum, electronic surveillance shall be used at the primary access points to the site for both pedestrian and vehicular traffic.
  3. All points of vehicular entry/egress shall be adequately illuminated to enhance visibility for purposes of surveillance.
  4. Designated pedestrian and vehicular traffic routes shall be adequately illuminated to reinforce natural and or electronic surveillance during evening hours.
  5. Locate access points in areas of high visibility that can be easily observed and monitored by staff and students in the course of their normal activities. Natural surveillance may be maximized by controlling access points that clearly demarcate boundaries and spaces.
  6. Video surveillance systems may be used around the site perimeter to provide views of points of entry/egress and as a means to securely monitor an area when natural surveillance is not available.
  7. Lighting should be sufficient to illuminate potential areas of concealment, enhance observation, and to provide for the safety of individuals moving between adjacent parking areas, streets and around the school facility.
  8. Consider the design of video surveillance systems which have the ability to be used locally (on site) by emergency responders and viewed off-site at appropriate locations.

Parking Areas and Vehicular and Pedestrian Routes

  1. At the minimum, electronic surveillance shall be used at the primary access points to the site for both pedestrian and vehicular traffic.
  2. Designated pedestrian and vehicular points of entry/egress and traffic routes shall be adequately illuminated to reinforce natural and or electronic surveillance.
  3. Signage shall be posted at all vehicular access points and in delivery zones, parking areas and bus loading/unloading zones with rules as to who is allowed to use parking facilities and when they are allowed to do so. Signage should be simple and have the necessary level of clarity. Signage should have reflective or lighted markings.
  4. Parking areas shall be adequately illuminated with vandal resistant lighting.
  5. Parking shall be prohibited under or within the school building.
  6. Adequate lighting shall be provided at site entry locations, roadways, parking lots, and walkways from parking to buildings.
  7. Gas service rooms, exterior meters/regulators shall be secured.
  8. External access to school facilities shall be kept to a limited number of controlled entrances. Vehicular circulation routes shall be separated and kept to a minimum of two routes per project site for purposes of separating service and delivery areas from visitors‘ entry, bus drop-off, student parking and staff parking. Circulation routes shall be separated, clearly demarcated, and easily supervised. Provide vehicle interdiction devices at building entries to preclude vehicle access into the building.
  9. A drop-off/pick-up lane shall be designated for buses only with a dedicated loading and unloading zone designed to adequately allow for natural and/or electronic surveillance and to avoid overcrowding and accidents.
  10. Design entry roads so that vehicles do not have a straight-line approach to the main building. Use speed-calming features to keep vehicles from gaining enough speed to penetrate barriers. Speed-calming features may include, but are not limited to, speed bumps, safety islands, differing pavement surfaces, landscape buffers, exterior furnishings and light fixtures.
  11. Signage text should prevent confusion over site circulation, parking, and entrance location. Unless otherwise required, signs should not identify sensitive or high risk areas. However, signs should be erected to indicate areas of restricted admittance and use of video surveillance.
  12. Parking areas should be designed in locations that promote natural surveillance. Parking should be located within view from the occupied building, while maintaining the maximum stand-off distance possible.
  13. Locate visitor parking in areas that provide the fewest security risks to school personnel. The distance at which a potentially threatening vehicle can park in relation to school grounds and buildings should be controlled.
  14. Consider illuminating areas where recreational activities and other nontraditional uses of the building occur. If video surveillance systems are installed, adequate illumination shall be designed to accommodate it.
  15. Consider blue light emergency phones with a duress alarm in all parking areas and athletic fields. If utilized, blue light emergency phones shall be clearly visible, readily accessible and adequately illuminated to accommodate electronic surveillance.
  16. Review vehicle access routes to the school and the site civil design with emergency responders to address their incident response requirements.
  17. Design walkways from all parking areas so that they can be observed from within the school by appropriate school staff.

Recreational Areas – Playgrounds, Athletic Areas, Multipurpose Fields

  1. The design shall allow for ground level, unobstructed views, for natural and/or electronic surveillance of all outdoor athletic areas, playgrounds and recreation areas at all times.
  2. Pre-kindergarten and kindergarten play areas shall be separated from play areas designed for other students and physically secured.
  3. Athletic areas and multipurpose fields at elementary school buildings shall contain a physical protective barrier to control access and protect the area.
  4. Playgrounds and other student gathering areas shall be located away from public vehicle access areas, such as streets or parking lots by a minimum of fifty (50) feet unless prohibited by site constraints.
  5. Consider a physical protective barrier around athletic areas and multipurpose fields at secondary school buildings to control access and protect the area.
  6. Locate access points to recreational areas in areas of high visibility that can be easily observed and monitored by staff and students in the course of their normal activities. Natural surveillance may be maximized by controlling access points that clearly demarcate boundaries and spaces.
  7. Pre-K and K play areas should be designed so that they have visual sight-lines to school staff. Fencing should not diminish this visual connection.
  8. Review the design of these areas with emergency responders to address their incident response requirements.

Communication Systems

  1. All classrooms shall have two way communications with the administrative office.
  2. All communication systems shall be installed in compliance with state building and fire code requirements.
  3. Emergency Communication Systems (ECS) and/or alarm systems shall have redundant means to notify first responders, supporting agencies, public safety officials and others of an event to allow for effective response and incident management. Alarm systems must be compatible with the municipal systems in place. These systems may include radio, electronic, wireless or multimedia technology which provides real time information (such as audio, visual, mapping and relevant data) directly to first responders. Points of Broadcast input for these systems shall be reviewed with emergency responders.  A minimum of 2 shall be provided.
  4. Emergency Communication Systems (ECS) shall be installed and maintained in accordance with NFPA 72, 2010, or the most current fire code standard adopted by the local/state construction code authority. ECS may include but is not limited to public address (PA) systems, intercoms, loudspeakers, sirens, strobes, SMS text alert systems, and other emerging interoperable resource sharing communication platforms. The design of these systems shall be reviewed with emergency responders.
  5. All new buildings shall have approved radio coverage for first responders within the building based upon the existing coverage levels of communication systems at the exterior of the building. The system as installed must comply with all applicable sections of the Federal Communication Commission (FCC) Rules for Communication Systems and shall coordinate with the downlink and uplink pass band frequencies of the respective first responders. Perform a radio audibility and intelligibility test and modify system design accordingly.
  6. All in-building radio systems shall be compatible with systems used by local first responders at the time of installation.
  7. Call buttons with direct intercom communication to the central administrative office and/or security office should be installed at key public contact areas.
  8. Develop a strategy and “security team” and equip them with hand-held radios so they can be effective participants in the radio communications system.

School Building Exterior – Points of Entry/Egress and Accessibility

  1. Points of entry/egress shall be designed to allow for monitoring by natural and/or electronic surveillance during normal hours of operation and during special events.
  2. At minimum electronic surveillance shall be used at the primary points of entry.
  3. Lighting shall be sufficient to adequately illuminate potential areas of concealment and points of building entry, and, enhance natural and/or electronic surveillance, and discourage vandalism.
  4. Consider blue light emergency phones with a duress alarm along the building perimeter as needed to enhance security. If utilized, blue light emergency phones shall be clearly visible, readily accessible and adequately illuminated to accommodate electronic surveillance.
  5. Consider the use of forced entry resistance glazing materials for windows and glazed doors using laminated glass and/or polycarbonate to significantly improve forced entry delay time beyond standard glazing techniques. A five (5) minute forced entry solution should be the design standard.

Main Entrance / Administrative Offices / Lobby

  1. Main entrances shall be well lit and unobstructed to allow for natural and/or electronic surveillance at all times.
  2. The design shall allow for visitors to be guided to a single control point for entry.
  3. The main entrance assembly (glazing, frame, & door) shall be forced entry resistant to the project standard, with a forced entry time rating as informed by local law enforcement response timing.
  4. Plans shall carefully address the extent to which glazing is used in primary entry ways, areas of high risk and areas of high traffic and the degree to which glazing is installed or treated to be bullet, blast, or shatter resistant to enhance the level of security. The district‘s priorities for the use of natural surveillance, electronic surveillance, natural light and other related security measures may affect this decision and the overall level of security.
  5. Main entrance doors shall be capable of being secured from a central location, such as the central administrative office and/or the school security office.
  6. Video surveillance cameras shall be installed in such a manner to show who enters and leaves the building and shall be monitored at locations which are attended whenever the school is occupied.
  7. The design shall allow for providing visitor accessibility only after proper identification.
  8. The use of vestibules with forced entry resistant doors and glazing to the project standard should be the design standard.
  9. The central administrative offices and/or security offices should have an unobstructed view of the main entrance lobby doors and hallways. If feasible, administrative offices abutting the main entrance should be on an exterior wall with windows for natural surveillance of visitor parking, drop off areas, and exterior routes leading to the main entrance.
  10. Walls, forced entry resistant to the project standard, should be hardened in foyers and public entries. Interior and exterior vestibule doors should be offset from each other in airlock configuration.
  11. Use vestibules to increase security. The entrance vestibule shall have both interior and exterior doors that are lockable and controllable from a remote location and be designed to achieved enhanced force entry performance as identified to the project forced entry standards.
  12. When possible, the design should force visitors to pass directly through a screening area prior to entering or leaving the school. The screening area should be an entrance vestibule, the administration/reception area, a lobby check in station, an entry kiosk, or some other controlled area. This controlled entrance should serve as the primary control point between the main entrance and all other areas of the school.
  13. Control visitor access through electronic surveillance with intercom audio and remote lock release capability at the visitor entrance.
  1. Restrict visitor access during normal hours of operation to the primary entrance. If school buildings require multiple entry points, regulate those entry points with no access to people without proper identity authentication and entry authorization. Consider an electronic access control system for authorized persons if multiple entry points are utilized during normal hours of operation.
  2. Install a panic/duress alarm or call button at an administrative/security desk as a protective measure.
  3. Proximity cards, keys, key fobs, coded entries, or other devices may be used for access control of students and staff during normal hours of operation. The system may be local (residing in the door hardware) or global (building or district- wide). Prior to installing a customized door access control system refer to the local authority having jurisdiction for compliance with state building and fire code.
  4. Consider sensors that alert administrative offices when exterior doors at all primary and secondary points of entry are left open.
  5. Consider radio frequency access control devices at primary points of entry to allow rapid entry by emergency responders. Review this technology with the emergency responders which serve the school facility.
  6. Where “forced entry” required construction is required, the forced entry delay time shall be based on the ERTA, and have the forced entry designs informed/validated by a licensed architect, professional engineer or qualified security consultant.
  7. Provide closers on these doors so that they automatically return to a closed, latched, and locked position to preclude unauthorized entry.

Exterior Doors

  1. The design shall allow for the points of entry/egress to be monitored by natural and/or electronic surveillance during normal hours of operation and during special events.
  2. Lighting at these entry points shall be sufficient to illuminate potential areas of concealment, enhance natural and/or electronic surveillance, discourage and protect against vandalism.
  3. Tertiary exterior doors shall be hardened to be penetration resistant and burglar resistant.
  4. All exterior doors shall be equipped with hardware capable of implementing a full perimeter lockdown by manual or electronic means and shall be numbered per the SSIC standards.
  5. All exterior doors shall be easy to lock and allow for quick release in the event of an emergency by authorized personnel and emergency responders.
  6. All exterior doors that allow access to the interior of the school shall be numbered in sequential order in a clockwise manner starting with the main entrance. All numbers shall be visible from the street or closest point of entry/egress, contrast with its background and be retro-reflective.
  7. Doors vulnerable to unauthorized access may be monitored by adding door contacts or sensors, or may be secured through the use of other protective measures, such as delayed opening devices, or video surveillance cameras that are available for viewing from a central location, such as the central administrative office and/or security office.
  8. Specify high security keys and cylinders to prove access control.
  9. Provide closers on these doors so that they automatically return to a closed, latched, and locked position to preclude unauthorized entry.

Exterior Windows/Glazing/Films

  1. Windows may serve as a secondary means of egress in case of emergency. Any “rescue window” with a window latching device shall be capable of being operated from not more than forty-eight (48) inches above the finished floor.
  2. Each classroom having exterior windows shall have the classroom number affixed to the upper right-hand corner of the first and last window of the corresponding classroom. The numbers shall be reflective, with contrasting background and shall be readable from the ground plain at a minimum distance of fifty (50) feet.
  3. Plans shall carefully address the extent to which glazing is used in primary entry ways, areas of high risk and areas of high traffic and the degree to which glazing is installed or treated to be bullet, blast, or shatter resistant to enhance the level of security. The district‘s priorities for the use of natural surveillance, electronic surveillance, natural light and other related security measures may affect this decision and the overall level of security.
  4. Design windows, framing and anchoring systems to be shatter resistant, burglar resistant, and forced entry resistant to the project forced entry standards, especially in areas of high risk. Whenever feasible, specify force entry resistant glazing on all exterior glazing.
  5. Resistance for glazing may be built into the window or applied with a film or a suitable additional forced entry resistant “storm” window.
  6. Classroom windows should be operable to allow for evacuation in an emergency. Review with the authority having jurisdiction and fire department to balance emergency evacuation, external access, and security requirements.

School Building Interior

  1. Interior physical security measures are a valuable part of a school‘s overall physical security infrastructure. Some physical measures such as doors, locks, and windows deter, prevent or delay an intruder from freely moving throughout a school and from entering areas where students and personnel may be located. Natural and electronic surveillance can assist in locating and identifying a threat and minimizing the time it takes for first responders to neutralize a threat.
  2. The design shall provide for controlled access to classrooms and other areas in the interior that are predominantly used by students during normal hours of operation to protect against intruders.
  3. All interior room numbers shall be coordinated in a uniform room numbering system format. Numbering shall be in sequential order in a clockwise manner starting with the interior door closest to the main point of entry. Interior room number signage shall be wall mounted. Additional room number signage may be ceiling or flag mounted. Interior room number signage specifications and installation shall be in compliance with ADA standards and other applicable regulations as required.
  4. Record documentation drawings shall be kept which include floor plans with the room numbering system. These drawings shall be safeguarded but available for emergency responders. Review opportunities for emergency responders agencies to have these drawings as well.
  5. Review design opportunities to create interior safe havens with forced entry resistant walls and doors. These may be libraries, auditoriums, cafeterias, gyms or portions of school wings or blocks of classrooms.
  6. Establish separate entrance and exit patterns for areas that have concentrated high- volume use, such as cafeterias and corridors, to reduce time required for movement into and out of spaces and to reduce the opportunity for personal conflict. Separation of student traffic flow can help define orderly movement and save time, and an unauthorized user will perceive a greater risk of detection.
  7. Consider intruder doors that automatically lock when an intruder alarm or lockdown is activated to limit intruder accessibility within the building. If installed, intruder doors shall automatically release in the event of an emergency or power outage and must be equipped with a means for law enforcement and other first responders to open as necessary.

Interior Surveillance

  1. An intrusion detection system shall be installed in all school facilities.
  2. If video surveillance systems are utilized, the surveillance system shall be available for viewing from a central location, such as the central administrative office and/or the school security office, and at points of emergency responder incident management. Review these locations with emergency responders in the design phase.
  3. Consider electronic surveillance in lobbies, corridors, hallways, large assembly areas, stairwells or other areas (such as areas of refuge/safe havens) as a means to securely monitor those areas when natural surveillance is not available.
  4. The design of a school facility should allow for the designation of controlled hiding spaces. A controlled hiding place should create a safe place for students and personnel to hide and protect themselves in the event of an emergency. The controlled hiding space should be lockable and readily accessible. A controlled hiding space could be a classroom or some other designated area within the building.
  5. Design interior hallways and adjacent spaces to provide situational awareness of hallway conditions from these rooms, but also provide means to eliminate vision into these rooms as activated by room occupants.

Classroom Security

  1. All classrooms shall be equipped with a communications system to alert administrators in case of emergency. Such communication systems may consist of a push-to-talk button system, an identifiable telephone system, or other means.
  2. Door hardware, handles, locks and thresholds shall be ANSI/BHMA Grade 1.
  3. All classroom doors shall be lockable from the inside without requiring lock activation from the hallway, and door locks shall be tamper resistant.
  4. Classroom door locks shall be easy to lock and allow for quick release in the event of an emergency.
  5. Classroom doors with interior locks shall have the capability of being unlocked/ released from the interior with one motion.
  6. All door locking systems must comply with life safety and state building and fire codes to allow emergency evacuation.
  7. Provide doors between adjacent classrooms to provide means of moving classroom occupants from one classroom to the next as a means to relocate students and teachers from an impending hallway threat. Provide such doors with suitable locking hardware to preclude unauthorized tailgating.
  8. Provide closers on these doors so that they automatically return to a closed, latched, and locked position to preclude unauthorized entry.
  9. If classroom doors are equipped with a sidelight, the glazing should be penetration/forced entry resistant to the project forced entry standard.
  10. If interior windows are installed to provide lines of sight into/out of classrooms or other populated areas, certain factors should be taken into consideration relating to the size, placement and material used for those windows, including:
  11. Minimizing the size of windows or the installation of multiple interspersed smaller windows with barriers in a larger window area to deter intruder accessibility.
  12. Placing windows at a sufficient distance from the interior locking mechanism to prevent or make difficult the opening of a door or lock from outside.
  13. Concealing or obstructing window views to prevent an assailant‘s ability to ascertain the status or presence of persons inside of a classroom during lockdown.
  14. Hardening window frames and glazing to the project forced entry standards to lessen window vulnerability.

Large Assembly Areas (gym, auditorium, cafeteria, or other areas of large assembly)

  1. Points of entrance and egress shall be clearly demarcated and designed to meet the project forced entry standards.
  2. Lighting shall be sufficient to illuminate potential areas of concealment, enhance natural and/or electronic surveillance, discourage vandalism and protect against vandalism.
  3. Electronic surveillance should be used in large assembly areas and at all exit doors to securely monitor those areas when natural surveillance is not available.

Shared Space or Mixed Occupancy (library, BOE, mixed use or other community service)

  1. Shared space shall have separate, secure and controllable entrances.
  2. The design of shared space should prevent unauthorized access to the rest of the school.
  3. The design of shared space shall allow for the monitoring of points of entry/egress by natural and/or electronic surveillance during normal hours of operation.

Roofs

  1. The design shall allow for roof accessibility to authorized personnel only.
  2. Access to the roof should be internal to the building. Roof access hatches shall be locked from the inside.
  3. If external access exists, roof ladders should be removable, retractable, or lockable. Screen walls around equipment or service yards should not provide easy access to the roof or upper windows.
  4. Provide adequate lighting and controls for roof access means and roof access points into the school.

Critical Assets/Utilities

  1. Screens at utilities, such as transformers, gas meters, generators, trash dumpsters, or other equipment shall be designed to minimize concealment opportunities and adequate to preclude unauthorized access. Installation of screens at utilities shall be compliant with utility company requirements.
  2. Access to building operations systems shall be restricted to designated users with locks, keys and/or electronic access controls. Secure all mechanical rooms with intruder detection sensors.
  3. Loading docks shall be designed to keep vehicles from driving into or parking under the facility.
  4. Spaces with critical systems shall be provided appropriate graphics to be recognizable to emergency responders.
  5. Gas meter/regulator rooms shall be provided with forced entry resistant doors and to the project standards.
  6. Gas leak detection systems/sensors shall be installed wherever gas metering or appliances are installed.
  7. Shipping and receiving areas shall be separated from all utility rooms by at least fifty (50) feet unless prohibited by site constraints. If a site is determined to be physically constrained from reasonably meeting the fifty (50) foot separation requirement, maximize the separation distance between the receiving area and the utility room to the greatest extent possible. Utility rooms and service areas include electrical, telephone, data, fire alarm, fire suppression rooms, and mechanical rooms.
  8. Critical building components should be located away from vulnerable areas. Critical building components may include, but are not limited to:
    1. Emergency generator;
    2. Normal fuel storage;
    3. Main switchgear;
    4. Telephone distribution;
    5. Fire pumps;
    6. Building control centers;
    7. Main ventilation systems if critical to building operation.
    8. Elevator machinery and controls.
    9. Shafts for stairs, elevators, and utilities.

Security Infrastructure and Design Strategies

  1. The design shall include special rooms for hazardous supplies that can be locked.
  2. The design shall include secured spaces, closets, cabinets or means of protection to minimize the use of dangerous objects from shop, cooking or other similar occupancies.
  3. Egress stairwells should be located remotely and should not discharge into lobbies, parking or loading areas.
  4. Trash receptacles, dumpsters, mailboxes and other large containers shall be kept at least thirty (30) feet from the building unless prohibited by site constraints. If a site is determined to be physically constrained from reasonably meeting the thirty (30) foot separation requirement, maximize the separation distance to the greatest extent possible.

(Source: Final Report Of The Sandy Hook Advisory Commission)

Look out for our next post about “What Architects Can Do to Design Safer Classrooms for Our Children.”

We would love to hear from you on what you think about this post. We sincerely appreciate all your comments – and – if you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,
FRANK CUNHA III
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